We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.
This paper describes the development and main operational capabilities of Voyager, a PC-based, geospatially-enabled piece of software that can fuse and visualize large, multi-variable data sets that change in space (XYZ) and time (T). The new software has the ability to simultaneously visualize imagery, bathymetry/terrain, true volumetric (voxel), and flow field data in a fully interactive geo-referenced mode. In addition to providing global coverage, a key feature of this software is the capability to interactively visualize large data sets while operating on a desktop PC. This is achieved by using tiling and level-of-detail (LOD) technology for terrain, imagery, and volumetric data, as well as compression techniques and the multi-threading capabilities of modern PCs.
As part of the AAMC accreditation process, medical school faculty must “define patient types and clinical conditions that all students are expected to encounter” and generate learning experiences (LCME Standard 6: www.lcme.org/publications). The purpose of this study was to develop a multi‐departmental workflow for gross anatomy dissection utilizing our unique “patient” group represented by our Willed Body Program (WBP). This workflow was applied to the Head and Neck dissection series. MRI scans of WBP donors were obtained, subsequent to embalming, and were uploaded to rad3d.com. “Subject (S)”, “Medical History (M)” and “Physical Exam (PE)” data were uploaded followed by “Radiology (R)” and “Pathology (P)” reports. Students were presented with initial assessment information that was discussed within groups. Hypotheses were generated and recorded with Google Forms. Students were subsequently presented with R and P reports while using the software during the interactive session. Students also accessed relevant 3D segmented, photogrammetric and illustrative models. Diagnostic features were reviewed and diagnoses were rendered, which were subsequently tested in a dissection exercise. The models were also viewed as XR models using zSpace computers. Results of the hypothesis testing revealed that students were able to identify neurological abnormalities related to radiological findings in cadavers. However, some hypotheses were disconnected from the official cause of death. A survey of seven questions was conducted to assess student opinion (n=73) using a 5‐point Likert scale. Results showed that students found MRI scans of cadavers to be useful while dissecting and that MRI scans provided an understanding of relevant anatomy, as demonstrated by a mean score of 4.14 (SD 1.1) and 4.34 (SD 0.9). 78.1% of students used Rad3D software to view MRI scans of cadavers. However, difficulty of use was found to be average as demonstrated by a mean score of 2.92 (SD 1.0). 41.1% of students used zSpace technology with a majority of students agreeing that it provided an understanding of spatial relationships of the diseased structures, as demonstrated by a mean score of 3.60 (SD 1.0), while 97.3% of students reported wanting more interactive sessions using MRI scans of cadavers. Based on these results, we conclude that cadaveric MRI scan visualization promotes medical student hypothesis generation and is useful in students’ understanding of anatomical dissections and Problem‐Based Learning cases. Furthermore, we conclude that this approach is consistent with student directed learning and deserves further exploration as the basis for gross anatomy dissection in the medical curriculum. Support or Funding Information Supported, in part, by XLR8UH and Quake VC.
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